Shkarban, I. (2023) Methodological Aspects of the First Foreign Language Course for Bachelors of History and Archaeology Освітологічний дискурс, 1 (40). pp. 134-151. ISSN 2312-5829
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Abstract
The present study aims at methodological grounding of the specific types of foreign language competences for non-philology faculty students enrolled in the First Foreign Language (English) course taught within the first (Bachelor) level of the academic professional program 0.32 History and Archaeology. The suggested methodological and conceptual basis outlined in the research has a concrete practical application to address university language teachers in non-philology faculties, curricula designers, professionals, researchers or practitioners in the field of foreign language teaching. The author’s e-learning educational and methodological complex based on principles of competency-based foreign language methodology is practically presented in the study as an experience of teacher-student(s) cooperation in learning foreign language aimed at improving cognitive competences through brainstorming, intellectual communication and research skills development. An overall history study is essentially focused on the concept of historical thinking, specifying such cognitive skills as significance, primary source evidence, continuity and change, cause and consequence, historical perspective-taking, the ethical dimension as key research matters of academic history discourse. The fundamental meaning-making aspects of historical accounts theoretically and empirically substantiate that history and historical knowledge are always culturally predetermined, dynamic and open to contestation and discussion. Within the conceptual-methodological model, the issue is open to a broad scientific analysis in terms of cognitive competences in professional history and archaeology settings as well as in the field of competency-based foreign language learning deploying spoken and written discourse for special purposes. Pragmatic competence encompasses discursive strategies of organizing and structuring the general and professional or specialised discourse in terms of its coherence, cohesion, thematic organization, logical reasoning, as well as functional action-oriented knowledge via general or professional-oriented communicative functions performing. From the foreign language studying perspective multimodality approach has clearly envisaged as progressive constituent for further research under the competency-based foreign language learning methodology to apply in non-linguistic specialties.
Item Type: | Article |
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Additional Information: | https://doi.org/10.28925/2312-5829 |
Uncontrolled Keywords: | competency-based education; foreign language teaching; historical thinking; methodological approach; multimodality |
Subjects: | Це архівна тематика Київського університету імені Бориса Грінченка > Статті у наукометричних базах > Erih Plus Це архівна тематика Київського університету імені Бориса Грінченка > Статті у наукометричних базах > Index Copernicus Це архівна тематика Київського університету імені Бориса Грінченка > Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН) |
Divisions: | Це архівні підрозділи Київського університету імені Бориса Грінченка > Факультет романо-германської філології > Кафедра англійської мови та комунікації |
Depositing User: | Інна Володимирівна Шкарбан |
Date Deposited: | 04 Apr 2023 08:42 |
Last Modified: | 04 Apr 2023 08:42 |
URI: | https://elibrary.kubg.edu.ua/id/eprint/44627 |
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